Global Annual Results Report 2020: Goal Area 2
2020 was a truly unprecedented year for children around the world. From the onset of the COVID-19 pandemic, UNICEF used its on-the-ground capacity to support governments in mobilizing a response across education systems to urgently implement alternative learning measures and innovative approaches. UNICEF leveraged the diversity, resources and…, In 2020, UNICEF’s education programmes reached far more children than at any other time in its history. In response to the COVID-19 pandemic, UNICEF provided educational materials to more than 43 million children, compared with 12 million in 2019. UNICEF was an early advocate for continuity of learning during school closures, and the reopening of…, Equitable access to education, Icon representing education access - open book 43% of UNICEF-supported countries have equitable education systems Icon representing children with disabilities - child in a wheelchair 54% of UNICEF-supported countries have an inclusive system for children with disabilities Icon representing gender balance - man and woman 42% of countries have…, Reaching the most disadvantaged, For children with disabilities, children from ethnolinguistic minorities, migrant and displaced children, school closures meant additional challenges in accessing remote learning. UNICEF focused on ensuring that these learners, and those who were out of school prior to the pandemic, had equitable opportunities to continue learning. Two boys…, Gender-responsive access to education, The COVID-19 crisis threatens to undo two decades of progress in girls’ education worldwide. The number of girls out of school had decreased from 203.5 million in 2000 to 129.2 million in 2018. While more girls are in school today than ever before, many are still left behind. In 2020, UNICEF had to shift its focus from accelerating gains in girls…, Education in emergencies, 2020 was an unprecedented year, with the largest humanitarian crisis for education spanning every country across the globe. At the peak of the pandemic in 2020, some 1.6 billion learners were affected, almost half of them girls. Continuity of learning was at the top of UNICEF’s education agenda, along with equity and psychosocial support,…, Improving learning outcomes, Icon representing learning outcomes - academic mortarboard Over 43 million children were provided with individual education/early learning materials, including over 22 million children in emergencies Icon representing school management - building with a flag flying 59,223 school management committees were trained Icon representing children - boy…, Learning in the early years, Early childhood provides a critical development window to support the formation of skills that enable children to acquire more complex skills later in life. UNICEF calls for all children to have access to at least one year of quality preschool, giving priority to marginalized children. Throughout the COVID-19 pandemic, preschools were among the…, Quality teaching and learning, The pandemic highlighted the important role of teachers in children’s education and well-being. While teachers themselves were affected by the impact of the pandemic, their creativity, innovation and resilience helped them adjust to the new realities of remote teaching. In response to the COVID-19 pandemic, UNICEF rapidly supported professional…, Learning assessment systems, In the face of the COVID-19 crisis, some countries revamped their assessment systems to give new priority to assessment for learning rather than assessment of learning through classroom-based continuous assessments; new modalities for delivering assessment tools to students and collecting responses and using formative assessment to help teachers…, Community participation, Community engagement is one of the most effective tools for improving education delivery at the school level. Members of the community participate through parent teacher associations or other local mechanisms to hold school leaders, teachers and themselves accountable. UNICEF’s work on community participation aims to support provision of community…, Skills development, Icon representing skills development - pencil and wrench More than 7.7 million children participated in skills development programmes Icon representing gender quality - male and femal symbols with equals symbol 27% of countries have systems that institutionalize gender-equitable skills Icon representing learning outcomes - academic mortarboard 40…, Skills development from early years to upper secondary, Adolescent girls and boys, from the early years through secondary education, need support to achieve meaningful learning outcomes, including through accredited flexible learning opportunities for those who cannot participate in formal education. More than 61.5 million adolescents (10-19 years old) of lower secondary school age are out of school.…, Gender equality in skills development, Investing in girls’ and young women’s economic skills development is one of the most urgent and effective means to drive progress on gender equality, poverty reduction and inclusive economic growth. In many countries, however, this does not translate into employability because of restrictive gender norms that limit what girls can do. UNICEF…, Non-formal education and community-based skills development, UNICEF uses cross-sectoral approaches to contribute to equity and inclusiveness in skills development. Interventions are delivered through non-formal education and skills training, as well as in community settings, to respond to the educational needs of marginalized adolescents. UNICEF supports ‘second-chance’ education for adolescents who did not…, Looking forward, A young woman standing in a classroom in front of a blackboard A boy standing in front of solar panels and waving A girl standing in front of a white wall with colourful butterflies and flowers painted on it More than half of the world’s children and young people are on the ‘wrong’ side of the digital divide. Now is a once in a generation…, Further reading, A schoolboy and schoolgirl in a classroom Putting Gender at the Forefront of the COVID-19 Education Response: Common Messaging Framework, The Common Messaging Framework, developed with partner and ally organisations, leverages the power of collective action and joint, shared advocacy for uninterrupted girls’ education. Published in English, French and Spanish. View publication, A group of young girls in winter jackets walking together in a rural setting with forests and mountains in the background Building Back Equal: Girls Back to School Guide (with UNESCO, UNICEF, Malala Fund and Plan International), This guide provides targeted inputs to ensure continuity of learning during school closures, and comprehensive, timely and evidence-based plans for reopening schools in a way that is safe, gender-responsive and child-friendly, and meets the needs of the most marginalized girls. View publication, In Herat, Afghanistan, Somaya Faruqi (centre), 17, leader of the ‘Afghan Dreamers’ girls robotics team, shows how to assemble a bag ventilator device. Towards an equal future: Reimagining girls’ education through STEM, This report seeks to call attention to the potential of STEM education to transform gender norms in the education system, to improve quality learning opportunities for girls and to highlight key actions that can accelerate girls’ transition between education and technical expert jobs in STEM industries. View report, Ujas 11 shows how to correctly wear masks. Averting a lost COVID generation: A six-point plan to respond, recover and reimagine a post-pandemic world for every child, In this policy brief, UNICEF takes stock of the global impact of COVID-19 on children and young people, laying out what we know from available data and research, highlighting what is still unclear as well as the options for action, and urging the world to take bold and unprecedented steps to reimagine a better future for children. View report, Djibouti-UN0198980-hero Build to Last: A framework in support of universal quality pre-primary education, This framework outlines the key building blocks of an effective pre-primary subsector that can deliver quality early childhood education at scale. View report, 2 years old Manyata plays with pebbles as part of Early Childhood Development programme at an Anganwadi centre in Karmad, Aurangabad, India. Global Guidance on Reopening of Early Childhood Education Settings, Co-developed with the World Bank and UNESCO, this guidance note outlines key principles and practical measures for decision-makers to consider before, during and after the transition from closure to reopening. It focuses on safe operations in early childhood education settings, staff training and support, child well-being and development and…, Justice symbol on the arch of a building COVID-19: Trends, Promising Practices and Gaps in Remote Learning for Pre-Primary Education, This paper examines the remote learning options (online, television, radio, paper- or mobile-based) that countries around the world have made available for pre-primary students and their families during the COVID-19 pandemic. It highlights trends, gaps and emerging good practices that are supported by existing evidence. A brief summarizes the key…, A boy sitting on a bench adjusting the aerial of a radio COVID-19: Are children able to continue learning during school closures?, This global analysis estimates the potential reach of digital and broadcast remote learning policy responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. View factsheet A schoolboy standing beside a…, With thanks, This report highlights the achievements made possible by the generous contributions of softly earmarked thematic funding received from various partners. UNICEF would like to express it's sincere appreciation for these contributions. June 2021, Global Annual Results Report 2020 GOAL AREA 2 Every child learns Cover image: UNICEF/UNI366076/Bos Children learn on tablets in a new classroom in Tamantay, a village in Kassala State, Sudan, on their first day of e-learning through the Cant Wait to Learn programme. Expression of thanks: UNICEF/UN073783/Al-Issa Somar, 8 years old from Syria,…
